【作者】 王嘉；

【导师】 王燕青；

【作者基本信息】 西南大学 ， 教育硕士（专业学位）， 2025， 硕士

【摘要】 《普通高中数学课程标准(2017年版2020年修订)》提出要创设合适的教学情境,启发学生思考,引导学生把握数学内容的本质,同时强调数学建模能力为六大学科素养之一,教育应发挥数学解决问题的应用价值。从数学赛事来讲,无论是一年一度的中国大学生数学建模竞赛还是面向全球高中生的国际性数学建模竞赛Hi MCM也都体现了社会对数学建模能力的看重。所以培养学生的数学建模能力,为国家培育更多的创新型人才是我们数学教师的首要任务。基于这样的背景下,探究如何利用情境教学来提高高中生的数学建模能力是一个非常有意义的研究课题。基于以上的思考,本文主要从以下问题进行研究:(1)高中数学课堂上哪些部分可以有情境教学?(2)情境教学对高中生的建模能力是否有作用?作用是否显著?(3)如何评价高中生的建模能力,有哪些途径?(4)通过本研究可以对教师的教学和学生的学习提出哪些建议和指导?为研究以上问题,本文采用了文献分析法、问卷调查法、教育实践分析法和统计分析法。首先通过与本研究相关的文献进行阅读与总结,然后通过发放在职教师对情境教学和数学建模能力认识的调查问卷,了解全国在职教师的看法与遇到的实际困难,为后续提出指导与建议做好铺垫。在任职学校进行建模能力的前测后测试题,通过学生的作答情况摸底学生的建模能力和对比得出情境教学的作用与影响。针对问题一,通过文献阅读和老教师交流发现,运用情境教学的部分很多,比如课堂的引入环节、教学情境的呈现方式、课后习题的巩固和假期的建模作业。针对问题二,通过教育实践分析和前后测学生的成绩分析发现,情境教学可以帮助高中生提高数学建模能力,并且作用显著。实施情境教学后,大部分学生可以达到建模水平二,在熟悉情境中,能够利用已学知识建立数学模型,解决实际问题。针对问题三,通过文献阅读和学生交流发现,学生的建模能力可以从日常具有情境的应用题答题情况体现,也可以通过假期的建模作业作答情况来体现。其次本文建立了数学建模能力水平要求表,可以利用它来评价学生的数学建模能力。针对问题四,通过问卷调查和文献阅读发现,教师应该提高自身综合素质,采用多种教学手段,在课堂上积极渗透情境教学,不以分数为唯一评价体系,而是通过建模作业多角度多层次评价学生。而作为学生,应该跟随教师脚步,积极参与课堂,善于利用网络手段,获取社会信息,提高自己建模能力。本文通过实证研究,探究了情境教学对高中生数学建模能力的影响,并且建立了数学建模能力水平表用以评价建模能力。通过问卷调查和前后测成绩数据分析,增加了结论的可靠性。同时为教师教学和学生学习提供了建议和指导。更多还原

【Abstract】 The"Mathematics Curriculum Standards for Ordinary High Schools(2017 Edition,Revised in 2020)"advocates for creating appropriate teaching situations to inspire students’thinking and guide them to grasp the essence of mathematical content.It also emphasizes mathematical modeling ability as one of the six core competencies,and education should leverage the practical value of mathematical problem-solving.In terms of mathematical competitions,both the annual China Undergraduate Mathematical Contest in Modeling(CUMCM)and the High School Mathematical Contest in Modeling(Hi MCM),an international competition for high school students worldwide,underscore the importance attached by society to mathematical modeling abilities.Therefore,cultivating students’mathematical modeling abilities and nurturing more innovative talents for the country are paramount tasks for mathematics teachers.Against this backdrop,exploring how to utilize situational teaching to enhance high school students’mathematical modeling abilities is a highly significant research topic.Based on these considerations,this paper primarily investigates the following questions:(1)Which parts of the high school mathematics classroom can incorporate situational teaching?(2)Does situational teaching have an impact on high school students’modeling abilities?Is the impact significant?(3)How can high school students’modeling abilities be evaluated?What are the methods?(4)What suggestions and guidance can this study provide for teachers’instruction and students’learning?To address these questions,this paper employs literature analysis,questionnaire surveys,educational practice analysis,and statistical analysis.Initially,relevant literature is reviewed and summarized.Subsequently,questionnaires are distributed to in-service teachers regarding their understanding of situational teaching and mathematical modeling abilities to gauge their perspectives and practical challenges,paving the way for subsequent guidance and suggestions.Pre-and post-tests on modeling abilities are conducted at the school where the author is employed,with students’responses used to assess their baseline modeling abilities and compare the effects of situational teaching.For question one,through literature review and discussions with experienced teachers,it is found that situational teaching can be utilized in various parts,such as classroom introductions,presentation methods of teaching situations,consolidation of after-class exercises,and modeling assignments during holidays.For question two,educational practice analysis and pre-post test score analysis reveal that situational teaching can help high school students improve their mathematical modeling abilities,with a significant impact.After implementing situational teaching,most students can reach modeling proficiency level two,enabling them to apply learned knowledge to establish mathematical models and solve practical problems in familiar contexts.For question three,through literature review and student interactions,it is found that students’modeling abilities can be reflected in their responses to daily situational applied problems and modeling assignments during holidays.Additionally,this paper establishes a table of mathematical modeling ability proficiency levels,which can be used to evaluate students’mathematical modeling abilities.For question four,questionnaire surveys and literature review indicate that teachers should enhance their overall qualities,adopt diverse teaching methods,actively integrate situational teaching into the classroom,and evaluate students from multiple angles and levels through modeling assignments rather than solely relying on scores.Students,on the other hand,should follow the teacher’s guidance,actively participate in class,make good use of online resources to obtain social information,and improve their modeling abilities.Through empirical research,this paper explores the impact of situational teaching on high school students’mathematical modeling abilities and establishes a proficiency table for evaluating modeling abilities.Questionnaire surveys and pre-post test score data analysis enhance the reliability of the conclusions.Meanwhile,suggestions and guidance are provided for teachers’instruction and students’learning.更多还原